Note: for these gimmicks to be most effective, it is necessary to teach the desired responses and reinforce the first few times until it becomes habit.
11. Theme Songs (Noah Geisel) a. what better way to psych a kid up for a presentation than a theme song...just like the baseball players that go up to bat! b. www.mp3cut.net will also help you or your students create their own 10 second theme song from any mp3!
12. Ohhhhh! Aaaaaaaaaahhh! (Blaine Ray) a. Remind your kids that everything you say is the most interesting thing they’ve ever heard. Request ‘oooh’s’ and ‘aaaaah’s’s when you make statements or reveal new information. b. select a student in the class to act as the ‘tv audience’ coach, holding up the ‘oooh! sign at the appropriate times.
13. One-Word Responses (Ben Slavic) a. Anytime you need to add meaning to a particular word, have a student who responds in a way that makes the meaning clear. For example, in a second language class, whenever you say ‘who’ in the target language, a student pops up and says ‘means who’ in English. b. This also works with sound effects. In my class, we inevitably have a cow in a target language story so we had auditions for moo-ing, and now each time I say ‘cow’ in the target language, the student moo’s. In history class, each time something ‘bad’ is discussed, ‘du-du-duuum’ is exclaimed.
14 .5 a. keep the kids practicing numbers by asking ‘how many?’ and following up with a little more or a little less until they have guessed some random number like 37.5
11. Theme Songs (Noah Geisel)
a. what better way to psych a kid up for a presentation than a theme song...just like the baseball players that go up to bat!
b. www.mp3cut.net will also help you or your students create their own 10 second theme song from any mp3!
c. Noah Geisel has great ideas for doing this for individual students as well. He also has a tutorial at http://www.youtube.com/watch?v=UwxzyxLcolo
12. Ohhhhh! Aaaaaaaaaahhh! (Blaine Ray)
a. Remind your kids that everything you say is the most interesting thing they’ve ever heard. Request ‘oooh’s’ and ‘aaaaah’s’s when you make statements or reveal new information.
b. select a student in the class to act as the ‘tv audience’ coach, holding up the ‘oooh! sign at the appropriate times.
13. One-Word Responses (Ben Slavic)
a. Anytime you need to add meaning to a particular word, have a student who responds in a way that makes the meaning clear. For example, in a second language class, whenever you say ‘who’ in the target language, a student pops up and says ‘means who’ in English.
b. This also works with sound effects. In my class, we inevitably have a cow in a target language story so we had auditions for moo-ing, and now each time I say ‘cow’ in the target language, the student moo’s. In history class, each time something ‘bad’ is discussed, ‘du-du-duuum’ is exclaimed.
14 .5
a. keep the kids practicing numbers by asking ‘how many?’ and following up with a little more or a little less until they have guessed some random number like 37.5